8,579 research outputs found

    Towards Systemic Evaluation

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    Problems of conventional evaluation models can be understood as an impoverished ‘conversation’ between realities (of non-linearity, indeterminate attributes, and ever-changing context), and models of evaluating such realities. Meanwhile, ideas of systems thinking and complexity science—grouped here under the acronym STCS—struggle to gain currency in the big ‘E’ world of institutionalized evaluation. Four evaluation practitioners familiar with evaluation tools associated with STCS offer perspectives on issues regarding mainstream uptake of STCS in the big ‘E’ world. The perspectives collectively suggest three features of practicing systemic evaluation: (i) developing value in conversing between bounded values (evaluations) and unbounded reality (evaluand), with humility; (ii) developing response-ability with evaluand stakeholders based on reflexivity, with empathy; and (iii) developing adaptive rather than mere contingent use(fulness) of STCS ‘tools’ as part of evaluation praxis, with inevitable fallibility and an orientation towards bricolage (adaptive use). The features hint towards systemic evaluation as core to a reconfigured notion of developmental evaluation

    ‘Modernisation’ and the role of policy levers in the Learning and Skills Sector

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    This paper examines the changing use of policy levers in the English post-compulsory education and training system, often referred to as the Learning and Skills Sector. Policy steering by governments has increased significantly in recent years, bringing with it the development of new forms of arms-length regulation. In the English context these changes were expressed during the 1980s and 1990s through neo-liberal New Public Management and, since 1997, have been extended through the New Labour government’s project to further ‘modernise’ public services. We look here at the changing use of policy levers (focussing in particular on the role of targets, funding, inspection, planning and initiatives) over three historical phases, paying particular attention to developments since the formation of the Learning and Skills Council (LSC) in 2001. We conclude by considering the range of responses adopted by education professionals in this era of ‘modernisation’

    The Second Wave of Comparative Law and Economics?

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    Comment on a text by Gillian Hadfield, The Levers of Legal Design: Institutional Determinants of the Quality of Law, 36 Journal of Comparative Economics 43 (2008

    Mathematics education policy enactment in England’s Further Education Colleges

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    England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: 1) subject choice, and 2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England

    Disentangling the complexity of groundwater dependent social-ecological systems

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    Groundwater resources are part of larger social-ecological systems. In this chapter, we review the various dimensions of these complex systems in order to uncover the diversity of elements at stake in the evolution of an aquifer and the loci for possible actions to control its dynamics. Two case studies illustrate how the state of an aquifer is embedded in a web of biophysical and sociopolitical processes. We propose here a holistic view through an IGM-scape that describes the various possible pathways of evolution for a groundwater related social-ecological system. Then we describe the elements of this IGM-scape starting with physical entities and processes, including relations with surface water and quality issues. Interactions with society bring an additional layer of considerations, including decisions on groundwater abstraction, land use changes and even energy related choices. Finally we point out the policy levers for groundwater management and their possible consequences for an aquifer, taking into account the complexity of pathways opened by these levers

    Doing Evaluation in Service of Racial Equity: Diagnose Biases and Systems

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    Why focus on biases and systems? Everyone has racial biases, whether they like to admit it or not. They can have a stereotype positive or negative about a racial or ethnic group and when they meet someone from that group, they often treat that person differently without even realizing it. It is important to recognize that implicit biases are deeply rooted and that even individuals with the best intentions can have them. Good intention or not, racial biases can cause harm. And it is up to the individual feeling the bias to decide if it is harmful saying "that wasn't my intention" does not change the outcome for the person or community on the receiving end. This is why it is so important for us, as evaluators, to put in the time and work to uncover and address our implicit biases so we can better understand ourselves so can make better decisions and bring attention to others in our circles.

    Learning While Doing in the Human Services Sector: Becoming a Learning Organization Through Organizational Change

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    Outlines Casey Family Services' model for organizational learning and managing change; the process and outcomes of shifting focus to securing permanent, loving families for children and youth and their timely exit from foster care; and recommendations
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